Una visión general de la investigación sobre la enseñanza de las matemáticas en la educación de los estudiantes sordos

Referencias

Adamo-Villani, N., & Wilbur, R. (2010). Software for math and science education for the deaf. Disability and Rehabilitation Assistive Technology, 5(2), 115-124. doi: 10.3109/17 483100903387499 Adamo-Villani, N., & Hayward, K. (2011). Signing Avatars. In: S. Hai-Jew. (Ed.), Virtual Immersive and 3D Learning Spaces: emerging technologies and trends. (pp. 249-267). New York, Estados Unidos: Information Science Reference. Ansell, E., & Pagliaro, C. M. (2006). The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 11(2), 153-170. doi: 10.1093/deafed/enj030 Antia, S. D., Jones, P. B., Reed, S., & Kreimeyer, K. H. (2009). Academic status and progress of deaf and hard-of-hearing students in general education classrooms. The Journal of Deaf Studies and Deaf Education, 14(3), 293-311. doi: 10.1093/deafed/enp009 Arroio, R. dos S., Pereira, A. L. M., Pinto, G. M. da F., & Esquincalha, A. da C. (2016). Ensino de Matemática para o aluno surdo: revendo concepções e construindo paradigmas. Revista Paranaense de Educação Matemática, 5(9), 248-269. Barbosa, H. H. (2013). Habilidades matemáticas iniciais em crianças surdas e ouvintes. Caderno Cedes, 33(91), 333-347. doi: 10.1590/S0101-32622013000300003 Barbosa, H. H. (2014). Conceitos matematicos iniciais e linguagem: urn estudo comparativo entre criancas surdas e ouvintes. Educacilo e Pesquisa, 40(1), 163-179. doi: 10.1590/S1517-97022014000100011 Blatto-Vallee, G., Kelly, R. R., Gaustad, M. G., Porter, J. & Fonzi, J. (2007). Visual—spatial representation in mathematical problem solving by deaf and hearing students. Journal of Deaf Studies and Deaf Education, 12(4), 432-448. doi: /10.1093/deafed/enm022 Borba, M. C., Almeida, H. R. F. L., & Gracias, T. A. de S. (2018). Pesquisa em ensino e sala de aula: diferentes vozes ern uma investigacao. Belo Horizonte, Brasil: Autentica editora. Bull, R., Marschark, M., & Blatto-Vallee, G. (2005). SNARC hunting: Examining number representation in deaf students. Learning and Individual Differences, 15(3), 223-236. doi: 10.1016/j.lindif.2005.01.004 Cannon, J. E., Fredrick, L. D., & Easterbrooks, S. R. (2010). Vocabulary instruction through books read in American Sign Language for English-language learners with hearing loss. Communication Disorders Quarterly, 31(2), 98-112. doi: 10.1177/1525740109332832 Costa, W., C. L. da, & Silveira, M. R. A. da. (2019). Aprendizagem das operacoes matematicas fundamentais por alunos surdos usuarios da Libras. Educacao Matematica em Revista, 24(65), 128-142. Cuenca, A. G., Cervan, R. L., & Cuberos, M. P. (2020). Do Deaf Learners Reach the Necessary Linguistic Comprehension? International Journal of Disability, Development and Education, 67(1), 92-106. doi: 10.1080/1034912X.2019.1682527 Culbertson, L. (1974). CAI-Beneficial Teaching Tool at Texas School for the Deaf. American Annals of the Deaf 119(1), 34-40. D'Ambrosio, U. (2018). To think in a New Way in Mathematics Education. In: A. J. Riberio, L. Healy, R. E. de S. R. Borba, S. H. A. A. Fernandes (Eds.). Mathematics Education in Brasil, (pp 1-20), Springer. Dessbesel, R. da S., Silva, S. de C. R. da, & Shimazaki, E. M. (2018). 0 processo de ensino e aprendizagem de Matematica para alunos surdos: uma revisao sistematica. Ciencia & Educacao (Bauru), 24(2), 481-500. doi: 10.1590/1516-731320180020014 Domahs, F., Moeller, K., Huber, S., Willmes, K., & Nuerk, H. C. (2010). Embodied numerosity: implicit hand-based representations influence symbolic number processing across cultures. Cognition, 116(2), 251-266. doi: 10.1016/j.cognition.2010.05.007 Easterbrooks, S. R., & Stephenson, B. (2006). An examination of twenty literacy, science, and mathematics practices used to educate students who are deaf or hard of hearing. American annals of the deaf 151(4), 385-397. Elsayed, S. A. & Rakza, S. M. (2019). The Relationship between Hyperactivity and Mathematics Learning among a Child with Deep Deafness. International Electronic Journal of Mathematics Education, 15(1), em0562. doi: 10.29333/iejme/5951 Fernandes, S. H., & Healy, L. (2013). Expressando generalizacoes em Libras: algebra nas maos de aprendizes surdos. Cadernos Cedes, 33(91), 349-368. doi: 10.1590/SO101- 32622013000300004 Garberoglio, C. L., Gobble, M. E., & Cawthon, S. W. (2012). A national perspective on teachers' efficacy beliefs in deaf education. Journal of deaf studies and deaf education, 17(3), 367-383. doi: 10.1093/deafed/ens014 Gravemeijer, K., Stephan, M., Julie, C., Lin, F.-L., & Ohtani, M. (2017). What Mathematics Education May Prepare Students for the Society of the Future?. International Journal of Science and Mathematics Education 15, 105-123. doi: 10.1007/s10763-017-9814-6 Hrastinski, I., & Wilbur, R. B. (2016). Academic achievement of deaf and hard-of-hearing students in an ASL/English bilingual program. Journal of Deaf Studies and Deaf Education, 21(2), 156-170. doi: 10.1093/deafed/env072 Holcomb, T. K. (2011). Compartilhamento de informacoes: urn valor cultural universal dos surdos. En: L. B. Karnopp, M. Klein, M. L. Lunardi-Lazzarin. Cultura na contemporaneidade: negociacoes, intercorrencias e provocacoes. (pp. 139-149). Canoas: Ulbra. Holt, J. A. (1994). Classroom attributes and achievement test scores for deaf and hard of hearing students. American Annals of the Deaf 139(4), 430-437. Jannah, A F , & Prahmana, R. C. L (2019). Learning fraction using the context of pipettes for seventh-grade deaf-mute student. Journal for the Education of Gifted Young Scientists, 7(2), 299-321. doi: 10.17478/jegys.576234 Kamopp, L. B., Pokorski, J. de 0., & Zanini, J. V. (2019). Narrativas sobre a docencia na Educacio de Surdos. The Especialist, 40, (3), 1-14. doi: 10.23925/2318-7115.2019v40i3all Kelly, R. R., & Gaustad, M. G. (2007). Deaf college students' mathematical skills relative to morphological knowledge, reading level, and language proficiency. Journal of deaf studies and deaf education, 12(1), 25-37. doi: doi.org/10.1093/deafed/en1012 Kritzer, K. L. (2009). Barely started and already left behind: A descriptive analysis of the mathematics ability demonstrated by young deaf children. Journal of Deaf Studies and Deaf Education, 14(4), 409-421. doi: 10.1093/deafed/enp015 Kritzer, K. L., & Pagliaro, C. M. (2013). Matematica: um desafio internacional para estudantes surdos. Cadernos Cedes, 33(91), 431-439. doi: 10.1590/S0101-32622013000300008 Lange, C. M., Lane-Outlaw, S., Lange, W. E., & Sherwood, D. L. (2013). American Sign Language/English bilingual model: A longitudinal study of academic growth. Journal of Deaf Studies and Deaf Education, 18(4), 532-544. doi: 10.1093/deafed/ent027 Madalena, S. P., Correa, J., & Spinillo, A. G. (2020). Mathematical knowledge and language in deaf students: The relationship between the recitation of a numerical sequence and Brazilian Sign Language proficiency. Estudos de Psicologia, 37, e180175. doi: 10.1590/1982-0275202037e180175 Marschark, M., Morrison, C., Lukomski, J., Borgna,G., & Convertino, C. (2013). Are deaf students visual learners? Learning and individual differences, 25, 156-162. doi: 10.1016/j.lindif.2013.02.006 Marschark, M., Shaver, D. M., Nagle, K. M., & Newman, L. A. (2015). Predicting the academic achievement of deaf and hard-of-hearing students from individual, household, communication, and educational factors. Exceptional children, 81(3), 350-369. doi: 10.1177/0014402914563700 Mendes, L. 0. R., Bueno, A. J. A., Dessbesel, R. da S., & Silva, S. de C. R. da. (2019). Gamificacio no Processo de Ensino e Aprendizagem de Estudantes Surdos: uma revisio sistematica. RENOTE-Revista Novas Tecnologias na Educacao, 17(3), 132-141. doi: 10.22456/1679-1916.99434 Moores, D. F. (2017). Research Methodology in Deaf Education early efforts. In: S. W. Cawthon, C. R. Garberoglio. Research in Deaf Education: contexts, challenges, and considerations. (pp.35-53). New York, Estados Unidos: Oxford University Press. Nunes, T., Bryant, P., Burman, D., Bell, D., Evans, D., & Hallett, D. (2009). Deaf children's informal knowledge of multiplicative reasoning. Journal of deaf studies and deaf education, 14(2), 260-277. doi: 10.1093/deafed/enn040 Pagani, R. N., Kovaleski, J. L. & Resende, L. M. (2015). Methodi Ordinatio: a proposed methodology to select and rank relevant scientific papers encompassing the impact factor, number of citation, and year of publication. Scientometrics, 105(3), 2109-2135. doi: 10.1007/s 11192-015-1744-x Pagani, IL N., Kovaleski, J. L., & Resende, L. M. (2018). TICs na composicao da Methodi Ordinatio: construciio de portfolio bibliografico sobre Modelos de TransferOncia de Tecnologia: Brapci 2.0. Ciencia da Informaciio, 46(2), p.161-187. doi: 10.18225/ci.inf..v47i1.1886 Pagliaro, C. M., & Kritzer, K. L. (2013). The math gap: A description of the mathematics performance of preschool-aged deaf/hard-of-hearing children. Journal of deaf studies and deaf education, 18(2), 139-160. doi: 10.1093/deafed/ens070 Peixoto, J. (2015). Gestos, sinais e esquemas de aprendizes surdos na multiplicagao. Revista latinoamericana de investigacion en matematica educativa, 18(3), 359-386. doi: 10.12802/relime.13.1833. Qi, S., & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Journal of deaf studies and deaf education, 17(1), 1-18. doi: 10.1093/deafed/enr028 Rios, N. M. B., Lopez, D. F. G., & Gallo, E. A. (2013). Representacion de problemas matematicos asociados al use del algoritmo de signaci6n en poblaci6n sorda. Pensamiento Psicologico, 11(2), 39-52. Rios, N. M. B., Guimariies, L. S. P. & Dorneles, B. V. (2018). Achievement in estimation of deaf students: a comparison between students from Brazil and Colombia. Educacilo, 43(4), 843-866. Sacks, 0. W. (2010). Vendo Vozes: uma viagem ao mundo dos surdos. Traduciio Laura Teixeira Mona. Sio Paulo: Companhia das Letras. Spaepen, E., Coppola, M., Spelke, E. S., Carey, S. E., & Golsin-Meadow, S. (2011). Number without a language model. Proceedings of the National Academy of Sciences, 108(8), 3163-3168. doi: 10.1073/pnas.1015975108 Sales, L. M. (2009). Tecnologias digitais na educacdo matematica de surdos em uma escola pi blica regular: possibilidades e limites (dissertaciio de mestrado). Pontificia Universidade Catolica de Minas Gerais, Belo Horizonte, Brasil. Sales, E. R. de., Penteado, M. G., & Moura, A. Q. (2015). A Negociacio de Sinais em Libras como Possibilidade de Ensino e de Aprendizagem de Geometria . Bolema, 29(53), 1268-1286. doi: 10.1590/1980-4415v29n53a23 Segadas, C., Bernardo, F. G., Moreira, C. dos S., Barbosa, P. M., Santos, R. C. dos., & Garcez, W. R. (2018). Atividades de contagem corn adaptacoes para alunos surdos e com deficiencia visual. Rio de Janeiro: IM/UFRJ. Scheetz, N. A. (2012). Deaf Education in the 21st century: topics and trends. 1 ed. New Jersey: Pearson. Soares, M. E., & Sales, E. R. (2018). Das memorias as ideias: orientacoes sobre a visualidade na Educacao Matematica para surdos. REPPE, 2(1), 61-90. Zarfaty, Y., Nunes, T., & Bryant, P. (2004). The performance of young deaf children in spatial and temporal number tasks. Journal of deaf studies and deaf education, 9(3), 315-326. doi: 10.1093/deafed/enh034